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Green Practices Distance Learning
Overview: Students will participate in learning, research, and project completion with the purpose of understanding green practices and environmental responsibility. This event's post-activities are focused around problem-based learning.
Activities will begin virtually at the North Carolina Zoo and culminate in the classroom as either whole-class or small group/individual activities. Then, projects will be shared with the Zoo and winning projects will be highlighted on North Carolina Zoo website. Prizes are possible!
Date of Event: January 23, 2019
Designed For: Middle School and High Schools Students (see NC Standard Course of Study alignments below)
Objectives
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The student will be able to identify and define sustainability practices for environmental protection.
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The student will be able to create plans for environmental sustainability practices in their own “backyard.”
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The student will be able to craft persuasive and argumentative texts in reference to environmental sustainability practices.
To Register: This event has past, the recording is posted below.
Teacher Information (All Grades):
In order to set the foundation/stage for the Green Practices live/interactive event, students should have a basic understanding of what Green Practices are, their effects on their personal environment as well as that of their county, state, nation, and world.
Use the information found on the Zoo’s website to inform yourself of what the Zoo is currently or has been doing to practice green responsibility: North Carolina Zoo Conservation Practices.
Determine your goals for your class. Use the objectives listed above to decide what you’ll focus on for the duration of the project and interaction. There are many opportunities to create a cross-curricular event and experience for students. Consider teaming up with another content-area teacher.
This first experience will begin with the live distance learning event at the North Carolina Zoo. Students will be given a “tour” of the Zoo’s practices with specific attention on composting, constructed wetlands, and UNITE for the Environment’s conservation projects (our Ugandan conservation education project).
Guides for watching the event:
Suggested Activities Prior to Live Event
The following activities are offered as suggestions to engage students’ prior knowledge and prepare them for their virtual trip to the North Carolina Zoo to learn about Green Practices. After their trip, students will be encouraged to complete a Green Practices project. See the Post-Event suggestions for details.
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Encourage students to choose from the Green Practices based on their personal interest. Students should identify questions they have and thoughts around how they could create a project based on the practice they choose.
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Research laws and regulations around environmental and green practices especially based on one of the Zoo’s projects. Determine which companies, organizations might be helpful in researching or talking.
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Identify a need in your immediate community in the realm of environmental responsibility. Provide opportunity for students to discuss a potential solution and draft goals, questions, and needs for the solution. See Edutopia’s PBL site for ideas and background information.
Post-Event Activity Suggestions
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Tree Planting – Classes can participate in planting trees at their school or in their community. Research trees that would be beneficial for the area in which the school is located. Report on the process and research.
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Create a single-use plastic reduction pledge - Have students sign the pledge and then report what they are doing.
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Green Schools Activities from Project Learning Tree - There are many free resources once an account is created: https://www.plt.org/green-schools/download-student-investigations/
Students can complete some of the investigations. One suggestion is to complete some of the audits in the school building, at home, etc. Report on the findings.
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PBL project - Using the PBL format, students (individual or group) will create a science-fair-like presentation. The goal is to complete a project whether to be shared in person or digitally. Students will identify real-world, relevant means of working within the Green Practices theme so that they can affect change in their immediate environment. Topics can be drawn from the visit to the zoo or from student interest.
For questions or further information email schoolprograms@nczoo.org.
6th Grade
6th Grade
Science
6.P.3 Understand characteristics of energy transfer and interactions of matter and energy.
6.P.3.3 Explain the suitability of materials for use in technological design based on a response to heat (to include conduction, expansion, and contraction) and electrical energy (conductors and insulators).
6.L.2 Understand the flow of energy through ecosystems and the responses of populations to the biotic and abiotic factors in their environment.
6.L.2.2 Explain how plants respond to external stimuli (including dormancy and forms of tropism) to enhance survival in an environment.
6.L.2.3 Summarize how the abiotic factors (such as temperature, water, sunlight, and soil quality) of biomes (freshwater, marine, forest, grasslands, desert, Tundra) affect the ability of organisms to grow, survive and/or create their own food through photosynthesis.
ELA
CCR Anchor Standard RI.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RI.6.1 Analyze a text to determine what it says explicitly as well as what inferences should be drawn.
CCR Anchor Standard RI.8 – Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RI.6.8 Determine claims in a text that are and are not supported by reasons or evidence.
CCR Anchor Standard W.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.6.1. Write claims about topics or text.
a. Write a claim about a topic or text.
b. Write one or more reasons to support a claim about a topic or text
CCR Anchor Standard W.5 – Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
W.6.5 Conduct short research projects to answer a question.
CCR Anchor Standard SL.4 – Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL.6.4 Communicate findings including descriptions, facts, or details related to main idea or theme.
CCR Anchor Standard SL.5 – Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SL.6.5 Select an auditory, visual, or tactual display to clarify the information in presentations.
CCR Anchor Standard L.3 – Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully reading or listening.
L.6.3 Use language to achieve desired outcomes by attempting to repair communication when a reader or listener does not understand the initial attempt.
Math
NC.6.RP.4 Use ratio reasoning to solve real-world and mathematical problems with percents by:
• Understanding and finding a percent of a quantity as a ratio per 100.
• Using equivalent ratios, such as benchmark percents (50%, 25%, 10%, 5%, 1%), to determine a part of any given quantity.
• Finding the whole, given a part and the percent.
NC.6.NS.1 Use visual models and common denominators to:
• Interpret and compute quotients of fractions.
• Solve real-world and mathematical problems involving division of fractions
NC.6.SP.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.
NC.6.SP.2 Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
NC.6.SP.3 Understand that both a measure of center and a description of variability should be considered when describing a numerical data set.
a. Determine the measure of center of a data set and understand that it is a single number that summarizes all the values of that data set.
- Understand that a mean is a measure of center that represents a balance point or fair share of a data set and can be influenced by the presence of extreme values within the data set.
- Understand the median as a measure of center that is the numerical middle of an ordered data set.
b. Understand that describing the variability of a data set is needed to distinguish between data sets in the same scale, by comparing graphical representations of different data sets in the same scale that have similar measures of center, but different spreads.
NC.6.SP.4 Display numerical data in plots on a number line.
• Use dot plots, histograms, and box plots to represent data.
• Compare the attributes of different representations of the same data.
NC.6.SP.5 Summarize numerical data sets in relation to their context.
a. Describe the collected data by:
- Reporting the number of observations in dot plots and histograms.
- Communicating the nature of the attribute under investigation, how it was measured, and the units of measurement.
b. Analyze center and variability by:
- Giving quantitative measures of center, describing variability, and any overall pattern, and noting any striking deviations.
- Justifying the appropriate choice of measures of center using the shape of the data distribution.
7th Grade
7th Grade
Science
7.E.1 Understand how the cycling of matter (water and gases) in and out of the atmosphere relates to Earth’s atmosphere, weather and climate and the effects of the atmosphere on humans.
7.E.1.6 Conclude that the good health of humans requires: monitoring the atmosphere, maintaining air quality and stewardship.
ELA
CCR Anchor Standard RI.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RI.7.1 Analyze text to identify where information is explicitly stated and where inferences must be drawn
CCR Anchor Standard RI.8 – Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RI.7.8 Analyze text to identify evidence that supports claims made in the text.
CCR Anchor Standard W.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.7.1 Write claims about topics or texts.
a. Introduce a topic or text and write one claim about it.
b. Write one or more reasons to support a claim about a topic or text.
c. Use temporal words (first, next, also) to create connections.
CCR Anchor Standard W.5 – Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
W.7.5 Conduct research to answer a question based on multiple sources of information.
CCR Anchor Standard SL.4 – Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL.7.4 Communicate findings including descriptions, facts, or details related to main idea or theme.
CCR Anchor Standard SL.5 – Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SL.7.5 Select or create audio recordings and visual/tactile displays to emphasize specific points in a presentation.
CCR Anchor Standard L.3 – Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully reading or listening.
L.7.3 Use precise language to achieve desired outcomes or meaning when communicating.
Math
NC.7.SP.1 Understand that statistics can be used to gain information about a population by:
- Recognizing that generalizations about a population from a sample are valid only if the sample is representative of that population.
- Using random sampling to produce representative samples to support valid inferences.
NC.7.SP.2 Generate multiple random samples (or simulated samples) of the same size to gauge the variation in estimates or predictions, and use this data to draw inferences about a population with an unknown characteristic of interest.
NC.7.SP.3 Recognize the role of variability when comparing two populations.
a. Calculate the measure of variability of a data set and understand that it describes how the values of the data set vary with a single number.
- Understand the mean absolute deviation of a data set is a measure of variability that describes the average distance that points within a data set are from the mean of the data set.
- Understand that the range describes the spread of the entire data set.
- Understand that the interquartile range describes the spread of the middle 50% of the data.
b. Informally assess the difference between two data sets by examining the overlap and separation between the graphical representations of two data sets.
NC.7.SP.4 Use measures of center and measures of variability for numerical data from random samples to draw comparative inferences about two populations.
NC.7.SP.6 Collect data to calculate the experimental probability of a chance event, observing its long-run relative frequency. Use this experimental probability to predict the approximate relative frequency.
NC.7.SP.7 Develop a probability model and use it to find probabilities of simple events.
a. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events.
b. Develop a probability model (which may not be uniform) by repeatedly performing a chance process and observing frequencies in the data generated.
c. Compare theoretical and experimental probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.
NC.7.SP.8 Determine probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
a. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.
b. For an event described in everyday language, identify the outcomes in the sample space which compose the event, when the sample space is represented using organized lists, tables, and tree diagrams.
c. Design and use a simulation to generate frequencies for compound events.
8th Grade
8th Grade
Science
8.P.2 Explain the environmental implications associated with the various methods of obtaining, managing, and using energy resources.
8.P.2.1 Explain the environmental consequences of the various methods of obtaining, transforming and distributing energy.
8.P.2.2 Explain the implications of the depletion of renewable and nonrenewable energy resources and the importance of conservation.
8.E.1 Understand the hydrosphere and the impact of humans on local systems and the effects of the hydrosphere on humans.
8.E.1.3 Predict the safety and potability of water supplies in North Carolina based on physical and biological factors, including: • Temperature • Dissolved oxygen • pH • Nitrates and phosphates • Turbidity • Bio-indicators
8.E.1.4 Conclude that the good health of humans requires: • Monitoring of the hydrosphere • Water quality standards • Methods of water treatment • Maintaining safe water quality • Stewardship
8.L.3 Understand how organisms interact with and respond to the biotic and abiotic components of their environment.
8.L.3.1 Explain how factors such as food, water, shelter and space affect populations in an ecosystem.
8.L.3.2 Summarize the relationships among producers, consumers, and decomposers including the positive and negative consequences of such interactions including: • Coexistence and cooperation • Competition (predator/prey) • Parasitism • Mutualism
8.L.3.3 Explain how the flow of energy within food webs is interconnected with the cycling of matter (including water, nitrogen, carbon dioxide and oxygen).
ELA
CCR Anchor Standard RI.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RI.8.1 Cite text to support inferences from informational text.
CCR Anchor Standard RI.8 – Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RI.8.8 Identify the argument in a text and claims that support it.
CCR Anchor Standard W.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.8.1 Write claims about topics or texts.
a. State the claim and provide reasons or pieces of evidence to support it.
b. Write reasons to support a claim about a topic or text.
c. Use temporal words (first, next, also) to create connections.
CCR Anchor Standard W.5 – Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
W.8.5 Conduct short research projects to answer and pose questions based on multiple sources of information.
CCR Anchor Standard SL.4 – Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL.8.4 Communicate findings including relevant descriptions, facts, or details.
CCR Anchor Standard SL.5 – Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SL.8.5 Include multimedia and visual information into presentations.
CCR Anchor Standard L.3 – Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully reading or listening.
L.8.3 Use language to achieve desired outcomes when communicating by using a range of verb tenses (e.g., I walked, I walk, I will walk) accurately when writing or communicating.
Earth/Environmental Science (High School)
Earth/Environmental Science (High School)
EEn.2.2 Understand how human influences impact the lithosphere.
EEn.2.2.1 Explain the consequences of human activities on the lithosphere (such as mining, deforestation, agriculture, overgrazing, urbanization, and land use) past and present.
EEn.2.2.2 Compare the various methods humans use to acquire traditional energy sources (such as peat, coal, oil, natural gas, nuclear fission, and wood)
EEn.2.4 Evaluate how humans use water.
EEn.2.4.1 Evaluate human influences on freshwater availability.
EEn.2.4.2 Evaluate human influences on water quality in North Carolina’s river basins, wetlands and tidal environments.
EEn.2.6 Analyze patterns of global climate change over time.
EEn.2.6.1 Differentiate between weather and climate.
EEn.2.6.2 Explain changes in global climate due to natural processes.
EEn.2.6.3 Analyze the impacts that human activities have on global climate change (such as burning hydrocarbons, greenhouse effect, and deforestation).
EEn.2.6.4 Attribute changes in Earth systems to global climate change (temperature change, changes in pH of ocean, sea level changes, etc.).
EEn.2.8 Evaluate human behaviors in terms of how likely they are to ensure the ability to live sustainably on Earth.
EEn.2.8.2 Critique conventional and sustainable agriculture and aquaculture practices in terms of their environmental impacts.
EEn.2.8.3 Explain the effects of uncontrolled population growth on the Earth’s resources.
EEn.2.8.4 Evaluate the concept of “reduce, reuse, recycle” in terms of impact on natural resources.
Biology (High School)
Biology (High School)
Bio.2.1 Analyze the interdependence of living organisms within their environments.
Bio.2.1.1 Analyze the flow of energy and cycling of matter (water, carbon, nitrogen and oxygen) through ecosystems relating the significance of each to maintaining the health and sustainability of an ecosystem.
Bio.2.1.2 Analyze the survival and reproductive success of organisms in terms of behavioral, structural, and reproductive adaptations.
Bio.2.1.3 Explain various ways organisms interact with each other (including predation, competition, parasitism, mutualism) and with their environments resulting in stability within ecosystems.
Bio.2.1.4 Explain why ecosystems can be relatively stable over hundreds or thousands of years, even though populations may fluctuate (emphasizing availability of food, availability of shelter, number of predators and disease).
Bio.2.2 Understand the impact of human activities on the environment (one generation affects the next).
Bio.2.2.1 Infer how human activities (including population growth, pollution, global warming, burning of fossil fuels, habitat destruction and introduction of nonnative species) may impact the environment.
Bio.2.2.2 Explain how the use, protection and conservation of natural resources by humans impact the environment from one generation to the next.
ELA (High School)
ELA (High School)
CCR Anchor Standard RI.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
9-10
RI.9-10.1 Determine which citations demonstrate what the text says explicitly as well as inferentially.
11-12
RI.11-12.1 Analyze a text to determine its meaning and cite textual evidence to support explicit and implicit understanding.
CCR Anchor Standard RI.8 – Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9-10
RI.9-10.8 Analyze the argument or specific claims in a text and determine what evidence is provided to support them.
CCR Anchor Standard W.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.1 Write claims about topics or texts. a. Introduce a topic or text and write one claim and one counterclaim about it.
CCR Anchor Standard W.5 – Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
W.9-10.5 Conduct research projects to answer questions posed by self and others using multiple sources of information.
CCR Anchor Standard SL.4 – Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL.9-10.4 Communicate findings including relevant descriptions, facts or details with an organization that supports purpose, audience, and task.
CCR Anchor Standard SL.5 – Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SL.9-10.5 Use digital media in presentations to support understanding.
CCR Anchor Standard L.3 – Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully reading or listening.
L.9-10.3 Use language and vary syntax when writing and communicating to achieve desired outcomes.
11-12
RI.11-12.8 Demonstrate understandings of claims and arguments in works of public advocacy.
CCR Anchor Standard W.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.11-12.1 Write arguments to support claims.
a. Write an argument to support a claim that results from studying a topic or reading a text.
b. Support claims with reasons and evidence drawn from text.
c. Provide a closing or concluding statement.
CCR Anchor Standard W.5 – Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
W.11-12.5 Conduct research projects to answer questions posed by self and others using multiple sources of information.
CCR Anchor Standard SL.4 – Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
SL.11-12.4 Communicate findings including relevant descriptions, facts, or details as well as alternative or opposing information, with and organization that supports purpose, audience and task.
CCR Anchor Standard SL.5 – Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
SL.11-12.5 Use digital media strategically in presentations to support understanding and add interest.
CCR Anchor Standard L.3 – Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully reading or listening.
L.11-12.3 Use language to achieve desired outcomes when communicating by using a variety of simple and compound sentence structures.
Here is the recording of our Living with Nature - Green Practices. Unfortunately there were some sound and video issues with this recording. We have worked to correct these issues with all future events.